Service-learning practice has been implemented in a number of upper division geoscience courses taught at the University of Connecticut. This article describes the objectives for implementing service-learning as well as the responses from participating students and community leaders to the practice. The authors find that service-learning has the capacity to foster learning, teaching, and undergraduate research, and facilitates multi-lateral interactions among students, faculty members, and local town public work professionals.
Full Text available on the JGE website.
